their undergraduate studies. It has been found that providing students with high-impact practices provides significant benefits to student learning ( Kilgo et al., 2015 ), enhancement of student enjoyment in their program of study ( Tos, 2015 ), and likelihood of job placement upon graduation ( Miller
Search Results
Female Undergraduate Students’ Experiences Facilitating an Out-of-School Physical Activity Program for Middle School Girls
Peter Stoepker, Duke Biber, and Jaimie McMullen
Assessing Student Perceptions to Enhance Undergraduate Research in Kinesiology
Isabel Valdez and Ting Liu
focus on utilizing high-impact practices ( Kuh, 2008 ) to make research-based learning the standard ( Boyer Commission on Educating Undergraduates in the Research University, 1998 ). These high-impact educational practices include first-year research experiences, collaborative assignments and projects
Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative
Brian D. Clocksin and Margo B. Greicar
Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.
Undergraduate Research in Kinesiology: Examples to Enhance Student Outcomes
James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O, and Jennifer J. Sherwood
approach leaves students with a fragmented, incoherent understanding of the field wherein the various subdisciplines of kinesiology function and, thus, are often applied, independently of one another. Outside-the-classroom learning experiences that effectively implement high-impact practices, such as
High-Impact Educational Practices in Kinesiology: Examples of Curricular Advancements to Prepare Students for the Future of Work
Wendy Wheeler and Heather Van Mullem
Kinesiology Department integrates CIL within the kinesiology curriculum. Following high-impact practices, CIL is introduced as part of the first-year experience and assignments are scaffolded to help students develop critical thinking skills and improve information literacy ( Kuh, 2008 ). Small group
Designing for Cross-Cutting Skill Development and Diversity, Equity, and Inclusion in a Foundational Kinesiology Course
M. Melissa Gross, Kairos Marquardt, Rebecca E. Hasson, Michael Vesia, Anthony R. King, and Peter F. Bodary
al., 2021 ). Collaborative assignments and projects are one of the high-impact practices that have been shown to have a positive impact on student learning ( Kuh, 2008 ). Some of the benefits of collaborative assignments are described on the AAC&U website ( n.d.b. ) as “learning to work and solve problems
Leading Through Times of Uncertainty: The Future of Higher Education, Work, and Kinesiology
Alan L. Smith and Jeffrey T. Fairbrother
for higher education. She argues that educators will need to think more broadly and holistically about their roles to successfully model to students the qualities necessary to thrive in ever-changing workplaces. Wheeler and Van Mullem ( 2021 ) follow this overview by presenting high-impact practices
Internships in Kinesiology: Reconsidering Best Practices
Mark Urtel, Sara F. Michaliszyn, and Craig Stiemsma
. Done properly, internships tend to meet both expectations. In addition, internships are considered a high-impact practice regardless of major or discipline, are positively associated with student learning and retention, and typically require out-of-classroom time, meaningful interaction with a faculty
A Resource for Promoting Personal and Social Responsibility in Higher Education: A Call to Action for Kinesiology Departments
Karisa L. Kuipers, Jennifer M. Jacobs, Paul M. Wright, and Kevin Andrew Richards
) engaged learning experiences (e.g., discussing content with students outside of class, collaborative learning, integrating ideas and experiences; Clayton-Pedersen & Finley, 2010 ; Kuh, 2008 ). These high-impact practices were shown to influence three of the five key areas of PSR as defined by the Core
Exemplifying Inclusive Excellence: How Indiana University Purdue University Indianapolis Leads by Example in Kinesiology
Mark Urtel, NiCole Keith, and Rafael E. Bahamonde
campus’ achievement of its academic mission. From a curriculum standpoint, the department utilizes high-impact practices early and often. By nature, our students and faculty are actively engaged in many ways, particularly within the diverse community to which IUPUI is located. Additionally, our
